Multiple Intelligences at School: You have 15 minutes to come up with how this revelation should have impact on what goes on in schools. Consider how the following activities should be revised:
Activities in the classroom.
Activities in the classroom rely too heavily on particularly verbal intelligence. An exceptionally sociable and amiable person may thrive within his social capacities, but if he is verbally inept, then he cannot obtain a high grade, nor can he exercise his interpersonal intelligence to its greatest potential. The same goes for a brilliant footballer, a remarkable artist, and a musical genius – if they are verbally maladroit, then their attempts to participate in class and their being in sync with ongoing assignments and methods of instruction are heavily hindered. Thus, perhaps the utilisation of music and art in instruction, or an increased emphasis on one's environment or on bodily movements would benefit those hindered by a lack of verbal intelligence but proficient elsewhere.
Classroom assignments.
Certain methods of evaluation in the classroom should indeed be changed. There is a great focus on the verbal and logical/mathematical intelligences, but decidedly less attention to the other seven intelligences to be considered. However, such changes have already taken slow hold of the classroom, and such "intelligent classrooms" do have their students exercise more of their intelligences than the "old-fashioned classroom" had only a few years ago. The advent of technology has introduced iMovies and Keynote presentations, which, in conjunction to the usual verbal intelligence, also tests out kinesthetic and interpersonal intelligences. The vehicle of discussion also brings forth verbal, interpersonal, and existential intelligences.
Graduation requirements.
However, I do not believe that graduation requirements should be revised for a number of reasons, the main rationale of which is: the requirements that high schools outline for one to graduate assist in preparing the subject for university education. The graduation requirements of universities in turn assist the subject in preparing for his or her aspired career. There is thus no need to revise graduation requirements of any sort simply because people of different intelligences already live their aspired lives, depending upon their intelligences, because of these graduation requirements and these rules that have followed them around throughout their education.
- Activities in the classroom.
Activities in the classroom rely too heavily on particularly verbal intelligence. An exceptionally sociable and amiable person may thrive within his social capacities, but if he is verbally inept, then he cannot obtain a high grade, nor can he exercise his interpersonal intelligence to its greatest potential. The same goes for a brilliant footballer, a remarkable artist, and a musical genius – if they are verbally maladroit, then their attempts to participate in class and their being in sync with ongoing assignments and methods of instruction are heavily hindered. Thus, perhaps the utilisation of music and art in instruction, or an increased emphasis on one's environment or on bodily movements would benefit those hindered by a lack of verbal intelligence but proficient elsewhere.- Classroom assignments.
Certain methods of evaluation in the classroom should indeed be changed. There is a great focus on the verbal and logical/mathematical intelligences, but decidedly less attention to the other seven intelligences to be considered. However, such changes have already taken slow hold of the classroom, and such "intelligent classrooms" do have their students exercise more of their intelligences than the "old-fashioned classroom" had only a few years ago. The advent of technology has introduced iMovies and Keynote presentations, which, in conjunction to the usual verbal intelligence, also tests out kinesthetic and interpersonal intelligences. The vehicle of discussion also brings forth verbal, interpersonal, and existential intelligences.- Graduation requirements.
However, I do not believe that graduation requirements should be revised for a number of reasons, the main rationale of which is: the requirements that high schools outline for one to graduate assist in preparing the subject for university education. The graduation requirements of universities in turn assist the subject in preparing for his or her aspired career. There is thus no need to revise graduation requirements of any sort simply because people of different intelligences already live their aspired lives, depending upon their intelligences, because of these graduation requirements and these rules that have followed them around throughout their education.